Category Archives: Teaching

Resources You Can Use Now for Educating a GT Child at Home

 

This week we thanked the Texas Association for the Gifted and Talented (TAGT) for their 8 years of support!

 

It has been a stressful time to be alive as we learn to live in a new reality in a world responding to a global Pandemic. #gtchat is a free resource provided by TAGT for the entire gifted community. This week we have attempted to bring together and provide resources for parents and teachers who have suddenly faced educating their children and students at home.

What are some non-tech resources for educators suddenly contemplating teaching online? Non-tech resources are those dealing with content and curriculum rather than simply delivery systems. Many schools were closed suddenly with little or no advanced warning. This has complicated the process of switching to teaching online for many of the world’s teachers.

What technology resources cam be utilized for distance learning and keeping in touch? Technology resources involve delivering instruction online. Many platforms were already in use prior to quarantines. Please see below for possible resources. These resources are informational; not recommendations.

How do we teach our children about coronavirus (COVID19)? It is important to inform students about coronavirus, but it is also vitally important to make sure the information is factual and the latest available. Many GT students may be better informed than their parents and teachers. Listen to them, but push back on misinformation.

The social-emotional implications of long-term quarantining will affect both children and adults. It has long been posited that gifted children have social-emotional needs. Fortunately, this provides many resources already available to parents and educators.

What unique challenges are faced having GT children at home? This is a personal issue for parents. Every child is different and will respond long-term quarantine and time out of school in a variety of way. One unique challenge to be considered is asynchronous development – a child’s reaction to the current situation may not reflect their biological age, i.e., a younger child displaying feelings of invincibility usually seen in teens.

Some school districts have been heroic in their efforts to continue the education of their students while they are at home. Unfortunately, some states have blocked home education initiatives. Parents are having to deal with multiple aspects of a sudden quarantine; kids indoor all the time, working at home or finding childcare, and then the worry of providing their education as well.

We invite you to join us weekly on Twitter. Together we will get through this! A transcript of this chat can be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 1PM NZDT/11AM AEDT/Midnight UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Lisa Conrad About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Resources:

Parents:

Duke TIP Resources for Families during Quarantine

Duke TIP Home Alone – Part 2

Learning at Home Resources: Ideas for Teachers and Parents

Education Companies Offering Free Subscriptions due to School Closings (Google Docs)

From Home Education to Higher Education

2,500 Museums You Can Now Visit Virtually

Simple and Fun Non-screen Activities that Children Can do at Home (Medium)

Totally Awesome LEGO Challenge Calendar

Scholastic Learn at Home

Storyline Online

The Best Homeschooling Resources Online

Educators:

Distance Learning During The Coronavirus Pandemic: Equity And Access Questions For School Leaders

KAGE: Virtual Gifted and Talented Enrichment Support Materials (pdf)

CMU CS Academy (free hs computer science curriculum)

Mashup Math: Free Printable Math Worksheets

Appropriate Reading Instruction for Gifted Students

Resources for Remote Learning

How Teachers Can Navigate School Closures Due to the Coronavirus

School Closure Planning: Free, Easy Science for Remote Learning

A Healthy Reminder to Educators During School Closures

Teachers and Homeschoolers: Let’s Be Kinder to Parents in this Pandemic

G/T:

TAGT: GT Resources for School Closures

NAGC: Resources for Educators & Parents During COVID-19

MENSA: At-home Learning Resources for Kids

Renzulli Learning Announces Its Collaborative Distance Learning System Now Available Free to Schools Worldwide

Australian Association for Education of the Gifted & Talented – Natural Disasters: Supporting Gifted Children during Difficult Times – A Guide for Parents and Teachers (pdf)

KAGE: Virtual Gifted Resources for Gifted and Talented Enrichment for Everyone Affected by COVID-19

Gifted and Talented Enrichment Support Materials (Google Doc)

#COVID19:

Johns Hopkins Center for Health Security: COVID19

Levine Children’s Hospital in Charlotte – Coronavirus: Everything You Need to Know (all things related to coronavirus and children)

Coronavirus (COVID-19) Research: Free Medical, Social, and Behavioral Science Articles from SAGE Publishing

Fact Sheet: Coronaviruses: SARS, MERS, and 2019-nCoV (pdf)

Origin and Evolution of Pathogenic Coronaviruses

Best Practice – Online Teaching:

COVID-19: Resources for Educators

Edmodo: Distance Learning Toolkit

5 Tips to Prepare for a Remote Classroom Due to Coronavirus

CAN: Ontario Teachers Hosting Virtual Lessons as COVID-19 Keeps Students Out of Class

Social/Emo:

Too Much Worry – How do we help our gifted kids?

Teaching Life Skills to Gifted Children at School and at Home

SIG: Activities for Gifted Students while Practicing Social Distancing

SIG: Connectivity for Gifted Students in the Age of Social Distancing

Resources chat participants:

Overcoming Obstacles – Life Skills Curriculum for Elementary, Middle, and High School — Free Now and Forever

Google: Teach from Home

Getting Through: Supporting Learners as they Transition to School at Home (parents)

On the Move to Online Learning

During Coronavirus, a Teacher Describes the Scramble to Go Digital

Science Tots

Calendar of Virtual Field Trips for Families March/April 2020 (Google Docs)

Making Connections: Genius Hour at Home

Short Story Exploration (pdf)

Kansas Continuous Learning 2020

Davidson Gifted: Is Your Gifted Child Ready for Online Learning?

KidNuz

Prepare for Distance Learning with Newsela

Genius Hour (At Home)

Davidson Academy Online 2020 Open House – Technology

Sprite’s Site: Wrensday

Cybraryman’s Educational Web Sites

BBC: A History of the World

Image courtesy of Pixabay  CC0 Public Domain

Graphics courtesy of Lisa Conrad.

 

Beyond Self: Engaging in Community Service

 

Community-service learning is the first step in service learning which is followed by community exploration and action. It is the phase where students begin to be involved; generally by volunteering. When students engage in community-service learning, they begin by perceiving issues and then taking the first steps to become involved in mitigating these issues. It is generally tied to the overall school curriculum and produces a high level of service. Increased learning comes as students further explore the issues and take action.

Community service is an excellent fit for GT students who often question the validity and importance of what they are being taught. It can increase personal responsibility, self-awareness, and empathy. It is authentic learning based on real-life experiences that students care about. It can provide a challenging curriculum to reinvigorate students who felt they weren’t learning anything new in school. Community service provides GT students the opportunity to engage in independent work, work at a much faster rate than regular classroom activities, and be exposed to more in-depth content. It exposes students to professionals in the field, research practice, and application of strategies to solve real world problems; often for the first time.

When should community-service learning be introduced to students? Even very young GT students can become involved in and benefit from community-service learning. They need opportunity to investigate interests and act creativity in response to those interests. Community-service learning is a way to introduce basic academic skills to students as early as kindergarten and to develop higher-level thinking as well as working in cooperation with other students. It is a vehicle to develop and exercise leadership skills and self-management skills involving social, moral, and ethical issues for K-12 GT students.

What strategies can be used to incorporate community-service learning in the curriculum? All aspects of community-service learning should include the student – from initial brainstorming of topics, to planning projects, and finally implementing eventual activities. It is a good idea to require some form of community service; either through curriculum modifications or in gifted student’s IEPs. Be cognizant of the need that experiences be authentic and grant credit. Interdisciplinary courses involving community service as well as unique service courses involving student government, leadership, and conflict management are all ways to incorporate this type of learning.

How should community service be assessed? Students should demonstrate how they utilized their time and produce evidence of learning when being assessed for community-service learning. They can present problems addressed, research conducted, and solutions found while participating in community-service learning. Students may also be required to show how they participated through engagement vehicles (contacts made, speeches, videos, etc.), journals, awards received, or mentor evaluations.

Parents can have a profound effect on a child’s willingness or even eagerness to participate in community-service learning as role models and by providing opportunities to explore special interests. They can support programs that encourage community service in their child’s school. Parents can serve as partners in participation by supporting their child’s efforts to engage in community service and as facilitators for class-wide projects.

A transcript of this chat can be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Lisa Conrad About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Resources:

Community Activism as Curriculum: How to Meet Gifted Students’ Needs While Creating Change

Serving Others Hooks Gifted Students on Learning

Service Learning and Gifted Students

Service Learning: A Win-Win for Your Students and the Local Community (pdf)

Student Voices, Global Echoes: Service-Learning and the Gifted (pdf)

“That’s Empowering!”: The Influence of Community Activism Curriculum on Gifted Adolescents’ Self-Concepts (pdf)

Vision With Action: Developing Sensitivity to Societal Concerns in Gifted Youth

Learning In Deed: The Power of Service-Learning for American Schools (Full Report)

A Case Study of Community Action Service Learning on Young, Gifted Adolescents and Their Community (pdf)

Cybraryman’s Community-Based Service Learning Page

Tips for Combining Project-Based and Service Learning

Service Learning: A Guide to Planning, Implementing, and Assessing Student Projects (book)

The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action (book)

The Good Character Service Learning Primer

Learning to Give (website)

Anchor Collaboratives: Building Bridges With Place-Based Partnerships and Anchor Institutions

National Service-Learning Clearinghouse (website)

Be a Changemaker: How to Start Something That Matters (book)

Cybraryman’s School Business Partnerships Page

The Teacher’s Guide to Service Learning

Photo courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad.

 

Exploring Passion-Based Learning

 

Passion-Based Learning builds on students’ passion to assist in learning. It facilitates learning focusing on current passions and stimulating new interests. It begins at a position of strength motivating students to want to learn and take the initiative to solve problems important to them. It provides the opportunity to develop critical thinking skills, how to work and communicate with others, and seek creative solutions to problems.

Why is Passion-Based Learning a good option for GT students? Passion-Based Learning invokes intrinsic motivation. Through interested inquiry, GT students are lead to deeper learning, are better able to retain new learning, and develop stronger relationships with their teachers and peers. It enables students to think creatively, increases student engagement, and motivates students to take the lead in their own learning. Passion-Based Learning makes learning personal and relevant to students’ lives; prepares them for careers that involve their passions. It empowers GT students and encourages them to seek unique solutions to real world problems.

How can teachers get started with Passion-Based Learning in their classrooms? Passion-Based Learning builds on students’ previous experiences at the same time using materials and information that increases their knowledge and learning about the topic being studied. The very process of Passion-Based Learning enables students to not only consume content but to learn how to plan and design a project using research methods curated content. Teachers can facilitate it by allowing students time to connect emotionally with their passions and time to collaborate with like-minded peers via classroom interactions or online. Teachers can foster a learning environment which encourages creativity, imagination, curiosity, discovery, and risk-taking.

Technology in Passion-Based Learning can open doors to global collaboration with mentors as well as experts in the student’s field of study. It provides students the opportunity to conduct research and gain technical expertise in their final product design. Technology can also provide students with an authentic audience to review their products and solutions.

Parents can play a vital role in Passion-Based Learning outside of school by supporting classroom activities such as encouraging imaginative play, facilitating face-to-face collaboration with peers, and providing necessary resources. They can look for opportunities to inspire their children’s passions and then time to explore those passions.

Where can you find resources for Passion-Based Learning? Edutopia is a great resource for Passion-Based Learning. Resources for Passion-Based Learning can also be found by searching for Project-Based Learning, Genius Hour, Design Thinking. All the resources shared during chat can be found below.

A transcript of this chat may be found on our Wakelet page.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Lisa Conrad About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Resources:

How to Ignite Passion in Your Students: 8 Ways Educators Can Foster Passion-based Learning

The 4 Essential Elements of Passion-based Learning

Edutopia: Passion-Based Learning

Passion-Based Learning

Guidelines of Passion-Based Learning

A New Culture of Learning: Cultivating the Imagination for a World of Constant Change (book)

Passion-Based Learning A Practical Way for Educators to Empower Learners

Passion that Chooses Us

25 Ways To Promote Passion-Based Learning In Your Classroom

Passion-Based Projects in Education

How I Used Personal Passion Projects In My Classroom

Teaching Strategies to Help Students Find Their Passion

Teaching Strategies to Promote Passion, Empower Students

Passion-Driven Research Projects

Catch a Fire: Fuelling Inquiry and Passion Through Project-Based Learning (book)

The Power of Passion Projects For Kids

Passion-Driven Classroom, The: A Framework for Teaching and Learning (book)

10 Ways to Encourage Passion-based Learning

Sprite’s Site: Grey Sneakers

Sprite’s Site: Brown Brogues

Andi McNair: Genius Hour (website)

Cybraryman’s Self-Determined Learning Page

Cybraryman’s Passion-Based Learning Page

Thinking Like a Lawyer: A Framework for Teaching Critical Thinking to All Students (book)

Gifts for Learning (website)

Photo courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad.

 

High-Level Questioning to Deepen Learning

Higher level thinking questions are questions that can’t be answered simply by recalling information or reading the answer from the text. They demand that students display advanced cognitive skills and be able to think beyond what is being asked literally and expect that students will apply, analyze, synthesize and evaluate information pertinent to the question. Students must think critically. Higher order questioning comes with the expectation that students go deeper and reflect on all possible answers.

Higher level thinking skills go beyond mere observation. Students cannot rely on rote memorization to answer questions. They involve forming concepts and making connections. Students demonstrate they get the ‘big picture’. Higher level thinking includes critical or analytical thinking, creative thinking, being able to generate own questions and ideas, and being able to solve problems.

Why should educators use high-level questioning with their GT students? High-level questioning results in high-level thinking which, when developed, produces students who not only understand what’s needed to solve problems, but are able to make decisions and take action. It can increase “the rigor and sophistication of a classroom learning experience.” (MacFarlane PHP 2018) GT students benefit from the increased intellectual rigor that comes from high-level questioning; are able to engage in deeper classroom discussions; and gain a deeper understanding of the content being covered.

Teachers creating higher-level questions need an “in-depth knowledge and understanding of the academic content, effective instructional use of questioning, and evaluation/assessment of student responses”. (MacFarlane PHP 2018) They can use Bloom’s Taxonomy to create higher-level questions. Questions should promote new and different perspectives which require students to defend their answers. Instructional techniques such as SCAMPER and Creative Problem Solving can be used to create higher-level questions. (MacFarlane PHP 2018)

Increasing the complexity of questions throughout the curriculum can be incorporated into daily instruction. Demonstrating how to create and answer questions with multiple answers is a way to foster student participation as well as motivating students to ask themselves questions while exploring the subject matter.

Why is it important to teach students how to ask questions as well as to respond to them? Student generated questions deepen their knowledge of the material being covered, stimulate cognitive processing, and add complexity. Encouraging student inquiry can lead to the exploration of social and emotional aspects contained in the topics being discussed. By having students form their own questions, they learn how to form high quality questions which lead to higher intellectual stimulation and more informative discussions.

A transcript of this chat can be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Lisa Conrad About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Resources:

6 Scaffolds That Deepen Independent Learning

High Level Questioning and Cognition in Advanced Curriculum

Questioning Strategies for Teaching the Gifted (book) (aff. link)

Critical Thinking: Frameworks and Models for Teaching

Deeper Learning through Questioning (pdf)

Enhancing Peer Interaction and Learning in the Classroom Through Reciprocal Questioning (pdf)

From Sage on the Stage to Guide on the Side (pdf)

The Effects of Question-Generation Training on Metacognitive Knowledge, Self-Regulation and Learning Approaches in Science (pdf)

Principles of Instruction Research-Based Strategies That All Teachers Should Know (pdf)

Best Practice Strategies for Effective Use of Questions as a Teaching Tool

Higher-order Questions

Seven Strategies That Encourage Neural Branching

Higher-Order Questioning Inspires Higher-Level Thinking

Framework for Thinking Through Quality Questioning (pdf)

The Importance of Questioning in Developing Critical Thinking Skills (pdf)

Promoting Student Engagement Through a Critical Thinking Framework in the Elementary Classroom (pdf)

Skilful Questioning: The Bearing Heart of Good Pedagogy

Establishing a Culture of Questioning

InQuiring Minds: Reaching Deeper Learning Through Questions

Generating Effective Questions

5 Questions to Tackle in Using Questioning and Discussion Techniques

Teaching Tips for High-Level Questioning

Art and Science of Teaching/Asking Questions – At Four Different Levels

Depth of Knowledge Question Stems

Today’s Disruptors Can Be Tomorrow’s Innovators

Sprite’s Site: New Shoes

Rodriguez Resources GT (Google Drive)

Think Like a Lawyer (YouTube 3:59)

Cybraryman’s Questioning Techniques Page

Cybraryman’s Gifted and Talented Page

Disclaimer: Some resources include affiliate links.

Image courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad.

 

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